Connections between the new education movement and academic pedagogy in Hungary (1920-1945)
Subject: Author Keywords:Educational sciences; Development of the discipline; Progressive education; Child study; Educational reforms; Hungary; XXth Century
WoS ID: 000402918000018
Scopus ID: 85020881584
In the development of the educational sciences in Central Europa can be more phases distinguished. The phase, which is the focus of the present contribution, began around 1880 and continued into the twentieth century. In this period an educational movement (progressive education, experimental pedagogy, child study) arose that centered on the empirical paradigms of research was aimed towards renewal of the school and teacher education. The next time, in first half of the twentieth century is the phase of lasting institutionalization of the educational sciences, which in most places began already in the first half of the twentieth century. Here the << new education movement >> - called reform pedagogy in Germany - played a role. The paper will be shown that in this periods of the development of the discipline, also in Hungary a complex relationship developed between educational reform movements and the educational sciences. It will be shown the development of pedagogy is described briefly within the context in which complex connections between << new education >> and academic pedagogy in Hungary developed. They have three models, whereby the institutionalization of reform pedagogy in Hungary are distinguished.